ENG103: Literary Analysis and Composition I (Comprehensive) Course Overview Course Length Materials Prerequisites Course Outline COURSE OVERVIEW LITERATURE: Students read a broad array of short stories, poetry, drama, novels, autobiographies, essays, and famous speeches. The course guides students in the close reading and critical analysis of classic works of literature, and helps them appreciate the texts and the contexts in which the works were written. Literary selections range classic works such as Shakespeare s Romeo and Juliet to contemporary pieces by authors such as Maya Angelou. LANGUAGE SKILLS: Students broaden their composition skills by examining model essays in various genres by student and published writers. Through in-depth planning, organizing, drafting, revising, proofreading, and feedback, they hone their writing skills. Students build on their grammar, usage, and mechanics skills with in-depth study of sentence analysis and structure, agreement, and punctuation, reinforced by online activities (Skills Updates). Student vocabularies are enhanced through the study of Greek and Latin roots, improving students ability to decipher the meanings of new words. COURSE LENGTH Two semesters MATERIALS Classics for Young Readers, Volume 8; BK English Language Handbook, Level 1; Vocabulary from Classical Roots, Book C; The Narrative of the Life of Frederick Douglass, An American Slave, by Frederick Douglass; Anne Frank: Diary of a Young Girl, by Anne Frank; Romeo and Juliet, by William Shakespeare NOTE: List subject to change PREREQUISITES K¹² Intermediate English A and B, or equivalent NOTE: Students who have already succeeded in K¹² middle school Literary Analysis and Composition should not enroll in this course. COURSE OUTLINE I. LITERATURE Page 1 of 5 5/2/14
Students read writings from diverse traditions, including poetry, drama, autobiography, short stories, and novels, with an mphasis on literary classics. Lessons help students develop skills of close reading by showing how to read between the lines, both analyzing formal features of literary works and asking appropriate interpretive questions. Many lessons provide background information to help students connect the work to the historical or biographical context. Readings include: Novels (choose any one of the following) Drama Animal Farm by George Orwell Jane Eyre by Charlotte Bronte Lord of the Flies by William Golding A Separate Peace by John Knowles A Tale of Two Cities by Charles Dickens To Kill a Mockingbird by Harper Lee The Yearling by Marjorie Kinnan Rawlings Romeo and Juliet by William Shakespeare Autobiography (choose one) Anne Frank: The Diary of a Young Girl Narrative of the Life of Frederick Douglass Short Stories The Glass of Milk by Manuel Rojas To Build a Fire by Jack London The Secret Life of Walter Mitty by James Thurber The Piece of String by Guy de Maupassant The Tell-Tale Heart by Edgar Allan Poe The Lottery by Shirley Jackson The Lady or the Tiger by Frank Stockton Memoir Poetry A Cub Pilot from Life on the Mississippi by Mark Twain Excerpts from Barrio Boy by Ernest Galarza No Gumption by Russell Baker Excerpts from I Know Why the Caged Bird Sings by Maya Angelou To Everything There Is a Season Spring and Fall by Gerard Manley Hopkins in Just- by E. E. Cummings July by Susan H. Sweet To Autumn by John Keats The Snowstorm by Ralph Waldo Emerson Page 2 of 5 5/2/14
It sifts from leaden sieves by Emily Dickinson Voices and Viewpoints The Rainy Day by Henry Wadsworth Longfellow Invictus by W. E. Henley We Real Cool by Gwendolyn Brooks The Negro Speaks Rivers by Langston Hughes Mending Wall by Robert Frost Sonnets 18 and 29 by William Shakespeare Poetry of Ideas I dwell in Possibility by Emily Dickinson Will there really be a Morning? by Emily Dickinson Ozymandias by Percy Bysshe Shelley Do Not Go Gentle into That Good Night by Dylan Thomas The Charge of the Light Brigade by Alfred Lord Tennyson The Battle of Blenheim by Robert Southey Partial List of Skills Taught: Describe characters based on speech, actions, or interactions with others. Demonstrate knowledge of authors, characters, and events of works of literature. Identify, analyze, interpret and discuss the following elements of literature: character traits and motivations allusions conflict and resolution irony figurative language, imagery, and sensory language point of view author s attitude or tone climax Identify, analyze, and discuss elements of a drama. Identify analyze, and discuss elements of a short story. Identify, analyze, and discuss theme in literary works. Identify cause-and-effect relationships. Make inferences and draw conclusions. Recognize the effect of setting or culture on a literary work. Recognize use of language to convey mood. Page 3 of 5 5/2/14
Discuss author s purpose and analyze literary devices used to accomplish it, including language, organization, and structure. Compare and contrast literary characters and selections. II. COMPOSITION In this writing program, students practice writing essays in various genres. Many units use the literature lessons as a springboard and thereby reinforce the connection between reading for meaning and writing to communicate one s own ideas. Students learn the form and structure of a variety of essays they will encounter in their academic careers, including memoirs (narrative), literary essays, compare and contrast essays, research papers, arguments, and speeches. In writing each essay, students go through a process of planning, organizing, and revising, and they learn to examine their own writing with a critical eye, paying attention to ideas, organization, structure, style, and correctness. Throughout the course, students write in response to prompts similar to those they will encounter on standardized tests. Memoir Analysis of a Memoir: Examining Mark Twain s A Cub Pilot Planning a Memoir Writing a Memoir I Writing a Memoir II Revising a Memoir Proofreading and Publishing a Memoir Argument What Is an Argument? Recognizing Logical Fallacies and Emotional Appeals Choosing a Topic and Gathering Information Planning and Organizing the Argument Writing an Argument Revising an Argument Proofreading and Publishing an Argument Research Paper What Is a Research Paper? Taking Notes I Taking Notes II Organizing the Information Writing a Research Paper I Writing a Research Paper II Creating a Works Cited Page Revising a Research Paper Proofreading and Publishing a Research Paper Literary Essay: Theme What Is a Literary Essay About Theme? Page 4 of 5 5/2/14
Planning a Literary Essay About Theme Writing a Literary Essay About Theme Revising a Literary Essay About Theme Proofreading and Publishing a Literary Essay About Theme Compare and Contrast Essay What Is a Compare-and-Contrast Essay? Planning a Compare-and-Contrast Essay Organizing a Compare-and-Contrast Essay Writing a Compare-and-Contrast Essay Polishing a Compare-and-Contrast Essay Great Speeches and Oratory Reading, Listening to, and Analyzing a Speech I: The Gettysburg Address Reading, Listening to, and Analyzing a Speech I: I Have a Dream Planning a Speech Writing a Speech Revising a Speech Practicing and Delivering a Speech II. GRAMMAR, USAGE, AND MECHANICS K¹² s GUM course addresses and provides reinforcement activities in sentence analysis, sentence structure, and proper punctuation and other important topics. Optional materials are available for students who need to review concepts that should have been mastered prior to this course. Skills updates, frequent exercises, cumulative reviews, and regular practice help students absorb the rules so they can confidently apply them in their own writing. The Barrett Kendall Language Handbook provides exercises and a ready resource for grammar rules and conventions. IV. VOCABULARY K¹² s Vocabulary program uses the Vocabulary from Classical Roots program (from Educator s Publishing Service) to build knowledge of Greek and Latin words that form the roots of many English words. The purpose of the program is to help students unlock the meanings of words from classical roots, not necessarily to memorize lists of difficult or obscure vocabulary words. These polysyllabic words are those that frequently cause students to stumble and often appear on standardized tests. Throughout this program, students define and use words with Greek and Latin roots, and use word origins and derivations to determine the meaning of new words, as they increase their own vocabularies and develop valuable test-taking skills. Page 5 of 5 5/2/14